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Lem Stephanie Onghena Patrick Verschaffel Lieven Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2017,32(4):537-550
European Journal of Psychology of Education - Graphicacy is an important skill in today’s society; however, the interpretation of graphs proofs to be more difficult than it might seem. In... 相似文献
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Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research. 相似文献
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A quasi‐experimental, treatment‐control group investigation was designed to test the effects of the staff development programme Dealing with Mixed‐age Classes. Research findings from mixed‐age glasses, effective teaching and classroom management and organisation were translated into teacher behaviours. Following seven three‐hour workshops teachers in mixed‐aged classes implemented self‐designed plans to increase selected research‐derived teaching behaviours and pupils’ time‐on‐task. Based on pre‐ and post‐training classroom observations, a significant treatment effect was found for pupils’ time‐on‐task levels in mixed‐age classrooms and for teacher behaviours regarding effective instruction, lesson design and execution, classroom organisation and management. 相似文献
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Stephanie Lem Patrick Onghena Lieven Verschaffel Wim Van Dooren 《European Journal of Psychology of Education - EJPE》2014,29(4):557-575
Histograms are widely used, but recent studies have shown that they are not as easy to interpret as it might seem. In this article, we report on three studies on the interpretation of histograms in which we investigated, namely, (1) whether the misinterpretation by university students can be considered to be the result of heuristic reasoning, (2) whether we could influence performance by stimulating or hindering the analytic processing of histograms, and (3) whether experts still show signs of this heuristic misinterpretation. We found that both university students and experts show signs of incorrect heuristic reasoning when comparing the mean of two data sets presented by histograms. Stimulating or hindering analytic processing did not affect performance. These indications of heuristic reasoning and the impossibility to affect this analytic processing suggest that the incorrect heuristic misinterpretation of histograms is very persistent. Implications for theory and methodology, scientific and educational practice are discussed. 相似文献
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Stephanie Lem Kathy Baert Eva Ceulemans Patrick Onghena Lieven Verschaffel Wim Van Dooren 《教育心理学》2017,37(10):1281-1300
The ability to interpret graphs is highly important in modern society, but has proven to be a challenge for many people. In this paper, two teaching methods were used to remediate one specific misinterpretation: the area misinterpretation of box plots. First, we used refutational text to explicitly state and invalidate the area misinterpretation of box plots. Second, we used multiple external representations (MERs): Histograms were used as an overlay on box plots in order to give students a better insight in the way box plots represent data distributions. Third, we combined refutational text and MERs. We found that refutational text was successful in improving students’ interpretation of box plots, but that the use of MERs did not improve students’ interpretation of box plots. The addition of MERs also did not increase the effect of refutational text. 相似文献
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Fabienne Lemétayer 《European Journal of Psychology of Education - EJPE》2000,15(2):221-233
Empirical studies of tutoring during the second year of life seem to have been marked by an implicit idea of causality oriented
from the adult toward the child. Consequently, little attention has been paid to reciprocal relations. The study of deficiencies
opens a field in which the child’s characteristics are important in the establishment of interactions and in the development
of the psychological activities that are linked to them. From this perspective of analysis, this article examines the influence
of the particular characteristics of children with Down syndrome (due to trisomy 21) on interaction in parental tutoring.
Thirty-six parent-non deficient child dyads (14, 18 and 22 months) and thirty six parent-Down syndrome child dyads (matched
to the latter in developmental age) were observed during a shape-fitting activity. Results show that the instructions given
by parents of Down syndrome children are better adapted to furthering autonomy than the instructions given by parents of non
deficient children. The results are discussed in terms of what may condition different types of parental help. 相似文献
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